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<PRE>[DOCID: f:s1238is.txt]






107th CONGRESS
  1st Session
                                S. 1238

To promote the engagement of young Americans in the democratic process 
 through civic education in classrooms, in service learning programs, 
   and in student leadership activities, of America's public schools.


_______________________________________________________________________


                   IN THE SENATE OF THE UNITED STATES

                             July 25, 2001

  Mr. Wellstone (for himself and Mr. Dayton) introduced the following 
  bill; which was read twice and referred to the Committee on Health, 
                     Education, Labor, and Pensions

_______________________________________________________________________

                                 A BILL


 
To promote the engagement of young Americans in the democratic process 
 through civic education in classrooms, in service learning programs, 
   and in student leadership activities, of America's public schools.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Hubert H. Humphrey Civic Education 
Enhancement Act''.

SEC. 2. FINDINGS AND PURPOSE.

    (a) Findings.--Congress makes the following findings:
            (1) Civic knowledge, civic intellectual skills, civic 
        participation skills, and civic virtue on the part of the 
        United States citizenry are all crucial for the vitality of a 
        healthy representative democracy.
            (2) In the years after leaving secondary school, young 
        Americans are becoming less engaged in the democratic process. 
        Whereas 50 percent of Americans between the ages of 18 and 25 
        voted in 1972, only 38 percent of that age group voted in 2000.
            (3) The most recent nationwide survey of incoming college 
        freshmen, conducted by the Higher Education Research Institute 
        at the University of California at Los Angeles, reports that 
        only 28.1 percent of the students entering college in the fall 
        of 2000 reported an interest in ``keeping up to date with 
        political affairs''. This was the lowest level in the 35-year 
        history of the survey. In 1966, 60.3 percent of students 
        reported an interest in political affairs.
            (4) According to a Harvard University survey published in 
        2000, 85 percent of young people said that volunteer work is 
        better than political engagement as a way to solve important 
        issues, suggesting a disconnection between the record high 
        rates of volunteerism by young Americans and an interest in 
        public affairs by these young citizens.
            (5) The 1998 National Assessment of Educational Progress 
        (NAEP) Civics Assessment revealed startling results in terms of 
        United States students' competence in civics at grade levels 4, 
        8, and 12. At each grade level, the percentage of students 
        shown to be below the basic level outnumbered the percentage at 
        the proficient level and at the advanced level combined. 31 
        percent of fourth grade students, 30 percent of eighth grade 
        students, and 35 percent of secondary school seniors scored 
        below the basic level in their civics achievement.
            (6) A 1999 study published by the Lyndon B. Johnson School 
        of Public Affairs at the University of Texas at Austin showed 
        that the introduction of mandated State assessments in other 
        fields, but typically not in civics, has resulted in a 
        reduction in the amount of class time spent on civics.
            (7) From the 1950s until the 1970s, new and veteran 
        teachers in the field of social studies had high-quality 
        professional development opportunities made available to them 
        through programs funded by the Federal Government as part of 
        the National Defense Education Act of 1958 (Public Law 85-864; 
        72 Stat. 1580), the Education Professions Development Act 
        (Public Law 89-329; 79 Stat. 1254), the National Science 
        Foundation Act of 1950 (42 U.S.C. 1861 et seq.), and other 
        programs designed by the Department of Education. Most of those 
        federally funded opportunities--particularly helpful for new 
        teachers--have disappeared.
            (8) Service-learning programs, when such programs are high 
        in quality and linked to other civics curricula, have been 
        shown to increase student efficacy in public affairs and to 
        enhance students' knowledge of how government works and how 
        social change can be brought about. According to a 1997 study 
        by Youniss, McLellan, and Yates and a 1999 study by Melchoir, 
        over 80 percent of participants in high-quality service-
        learning programs felt they had made a positive contribution to 
        their community. More importantly, according to another 1997 
        study, by Billig and Conrad, individuals who participated in 
        service-learning programs as secondary school students were 
        shown to be more engaged in community organizations and to 
        vote, 15 years after the service-learning experiences, than 
        were the individuals' nonparticipant counterparts.
            (9) Our Nation's public middle schools and secondary 
        schools often miss opportunities to develop and support student 
        governments that are viable voices for students in the 
        operations of those schools. A 1996 study by the National 
        Association of Secondary School Principals showed that fewer 
        than 50 percent of high school students believed that their 
        student government ``affects decisions about cocurricular 
        activities'' and barely \1/3\ expressed confidence in those 
        governments' ability to ``affect decisions about school 
        rules''. Moreover, schools rarely take full advantage in 
        encouraging formal involvement by students in local or State 
        government.
            (10) While a variety of civic education enhancement 
        programs have been implemented through Federal Government 
        efforts and at the State and local levels, no comprehensive, 
        national research exists on the short- and long-term efficacy 
        of such programs in encouraging civic knowledge and other 
        learning or in promoting civic engagement.
            (11) As a political scientist, mayor, Senator, and Vice 
        President, Hubert H. Humphrey exemplified consummately the 
        application of civic knowledge, civic intellectual skills, 
        civic participation skills, and civic virtue in the 
representative democracy of the United States.
    (b) Purposes.--The purposes of this Act are--
            (1) to promote interest and engagement in democratic 
        processes by Americans, particularly by younger Americans, 
        through a variety of civic education programs;
            (2) to promote the vitality of elementary school and 
        secondary school civics curricula and pedagogy through 
        innovative professional development opportunities for teachers 
        of social studies and related fields;
            (3) to promote service-learning programs in public schools 
        that are effective in promoting lasting civic involvement by 
        students through developing and expanding professional 
        development opportunities for teachers participating in the 
        school-based programs under the Learn and Serve America program 
        carried out under subtitle B of title I of the National 
        Community Service Act of 1990 (42 U.S.C. 12521 et seq.);
            (4) to permit local educational agencies to use funds made 
        available under an innovative education program to support 
        certain community service and service-learning programs;
            (5) to provide funding for public schools desiring to 
        revitalize the effi
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cacy of student governments in the 
        decisionmaking process within those schools;
            (6) to provide funding for public schools to develop 
        opportunities for secondary school students to participate 
        formally in local or State government activities; and
            (7) to carry out a national study to gain a fuller 
        understanding of the efficacy of various civic education 
        strategies in promoting civic knowledge and other learning and 
        in promoting long-term involvement in civic affairs.

SEC. 3. DEFINITIONS.

    In this Act:
            (1) Elementary school.--The term ``elementary school'' has 
        the meaning given the term in section 14101 of the Elementary 
        and Secondary Education Act of 1965 (20 U.S.C. 8801).
            (2) Institution of higher education.--The term 
        ``institution of higher education'' has the meaning given the 
        term in section 101(a) of the Higher Education Act of 1965 (20 
        U.S.C. 1001(a)).
            (3) Local educational agency.--The term ``local educational 
        agency'' has the meaning given the term in section 14101 of the 
        Elementary and Secondary Education Act of 1965 (20 U.S.C. 
        8801).
            (4) Secondary school.--The term ``secondary school'' has 
        the meaning given the term in section 14101 of the Elementary 
        and Secondary Education Act of 1965 (20 U.S.C. 8801).
            (5) Secretary.--The term ``Secretary'' means the Secretary 
        of Education.
            (6) State educational agency.--The term ``State educational 
        agency'' has the meaning given the term in section 14101 of the 
        Elementary and Secondary Education Act of 1965 (20 U.S.C. 
        8801).

SEC. 4. CIVICS EDUCATOR PROFESSIONAL DEVELOPMENT.

    (a) Authorization.--The Secretary is authorized to award grants to 
institutions of higher education, State educational agencies, and other 
nonprofit educational providers to enable such institutions, agencies, 
and providers to establish and operate teacher training and retraining 
institutes that focus on effective and innovative approaches and 
processes for the teaching of civics.
    (b) Applications.--Each institution of higher education, State 
educational agency, and other nonprofit educational provider desiring a 
grant under this section shall submit an application to the Secretary 
at such time, in such manner, and accompanied by such information as 
the Secretary may reasonably require.
    (c) Civics Institutes.--The teacher training and retraining 
institutes authorized in subsection (a)--
            (1) shall--
                    (A) be conducted primarily during the summer months 
                with the possibility of short follow-up sessions at 
                other points in the year;
                    (B) be 2 to 6 weeks in duration, including follow-
                up sessions;
                    (C) be of a size small enough to allow a seminar 
                format;
                    (D) train and retrain teachers who teach in 
                elementary schools and secondary schools; and
                    (E) focus on improving grade-appropriate pedagogy 
                or curricula in specific areas of civics education; and
            (2) may incorporate participation by elementary school and 
        secondary school students.
    (d) Stipends.--
            (1) In general.--From grant funds received under subsection 
        (a), an institution of higher education, State educational 
        agency, or other nonprofit educational provider shall award 
        stipends to individuals participating in a training and 
        retraining institute carried out by the institution, agency, or 
        provider under this section. The institution, agency, or 
        provider may also offer course credit as an incentive to 
        participants.
            (2) Amounts.--Stipends awarded under this subsection shall 
        include allowances for subsistence and such other expenses as 
        the Secretary may determine to be appropriate, taking into 
        account any additional incentive being provided in the form of 
        course credit, and shall be awarded in a manner that is 
        consistent with prevailing practices under federally supported 
        programs comparable to the program carried out under this Act.
    (e) Distribution of Grants.--In awarding grants under this section, 
the Secretary shall seek to achieve an equitable geographical 
distribution of training and retraining opportunities throughout the 
Nation, taking into account the number of children in each State who 
are public school students.
    (f) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this section $25,000,000 for fiscal year 
2002, and such sums as may be necessary for each of the 5 succeeding 
fiscal years.

SEC. 5. EXPANSION OF PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR 
              TEACHERS IN THE LEARN AND SERVE AMERICA PROGRAM.

    (a) Funding Amendment.--Section 501(a)(1)(A) of the National and 
Community Service Act of 1990 (42 U.S.C. 12681) is amended by striking 
``, $45,000,000 for fiscal year 1994 and such sums as may be necessary 
for each of the fiscal years 1995 through 1996'' and inserting 
``$65,000,000 for fiscal year 2002, and such sums as may be necessary 
for each of fiscal years 2003 through 2006''.
    (b) Service-Learning Institutes.--The National and Community 
Service Act of 1990 (42 U.S.C. 12501 et seq.) is amended--
            (1) by redesignating section 116B as section 116C; and
            (2) by inserting after section 116A the following:

``SEC. 116B. SERVICE-LEARNING INSTITUTES.

    ``(a) Authorization.--The Corporation is authorized to award grants 
to institutions of higher education, State educational agencies, and 
other nonprofit educational providers to enable such institutions, 
agencies, and providers to establish and operate teacher training and 
retraining institutes that focus on effective and innovative approaches 
and processes for school-based service-learning programs.
    ``(b) Applications.--Each institution of higher education, State 
educational agency, and other nonprofit educational provider desiring a 
grant under this section shall submit an application to the Corporation 
at such time, in such manner, and accompanied by such information as 
the Corporation may reasonably require.
    ``(c) Service-Learning Institutes.--The teacher training and 
retraining institutes authorized in subsection (a)--
            ``(1) shall--
                    ``(A) be conducted primarily during the summer 
                months with the possibility of short follow-up sessions 
                at other points in the year;
                    ``(B) be 2 to 6 weeks in duration, including 
                follow-up sessions;
                    ``(C) be of a size small enough to allow a seminar 
                format;
                    ``(D) train and retrain teachers who teach in 
                elementary schools and secondary schools; and
                    ``(E) focus on improving grade-appropriate service-
                learning pedagogy or curricula; and
            ``(2) may incorporate participation by elementary school 
        and secondary school students.
    ``(d) Stipends.--
            ``(1) In general.--From grant funds received under 
        subsection (a), an institution of higher education, State 
        educational agency, or other nonprofit educational provider 
        shall award stipends to individuals participating in a training 
        and retraining institute carried out by the institution, 
        agency, or provider under this section. The institution, 
        agency, or provider may also offer course credit as an 
        incentive to participants.
            ``(2) Amounts.--Stipends awarded under this subsection 
        shall include allowances for subsistence and such other 
        expenses as the Corporation may determine to be appropriate, 
        taking into account any additional in
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centive being provided in 
        the form of course credit, and shall be awarded in a manner 
        that is consistent with prevailing practices under federally 
        supported programs comparable to the program carried out under 
        this Act.
    ``(e) Distribution of Service-Learning Institutes.--In awarding 
grants under this section, the Corporation, in consultation with the 
Secretary of Education, shall seek to achieve an equitable geographical 
distribution of training and retraining opportunities throughout the 
Nation, taking into account the number of children in each State who 
are public school students.
    ``(f) Rule.--Funds appropriated under this section shall be used to 
supplement and not supplant funds expended to provide other 
professional development activities under this subpart.
    ``(g) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this section $10,000,000 for fiscal year 
2002, and such sums as may be necessary for each of the 5 succeeding 
fiscal years.''.

SEC. 6. LOCAL INNOVATIVE EDUCATION PROGRAMS.

    Section 6301(b) of the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 7351(b)) is amended--
            (1) in paragraph (8), by striking ``; and'' and inserting a 
        semicolon;
            (2) in paragraph (9), by striking the period at the end and 
        inserting ``; and''; and
            (3) by adding at the end the following:
            ``(10) community service programs under which qualified 
        school personnel train and mobilize young people to measurably 
        strengthen their communities through nonviolence, 
        responsibility, compassion, respect, and moral courage.''.

SEC. 7. GRANTS FOR INNOVATIVE ENDEAVORS IN ENCOURAGING ACTIVE STUDENT 
              GOVERNMENT AND STUDENT INVOLVEMENT IN LOCAL AND STATE 
              GOVERNMENT.

    (a) Grants to Local Educational Agencies.--The Secretary is 
authorized to award grants to local educational agencies to enable such 
agencies to carry out 1 or more of the following activities:
            (1) Planning, developing, and implementing a program to 
        invigorate and enhance the efficacy of student government and 
        other student leadership programs in the decision-making 
        processes of secondary schools throughout the school district 
        served by the local educational agency.
            (2) Planning, developing, and implementing a partnership 
        program with the appropriate governmental entities to allow 
        formal involvement by secondary school student representatives 
        in local government activities, on the school board, in the 
        local educational agency, or in State government.
    (b) Grants to State Educational Agencies.--The Secretary is 
authorized to award grants to State educational agencies to enable such 
agencies to carry out 1 or more of the following activities:
            (1) Providing professional training programs for student 
        leaders that--
                    (A) inform such student leaders about local and 
                State government and about the Federal Government; and
                    (B) are less than 1 week in duration.
            (2) Providing training programs for student leaders that--
                    (A) use experienced student leaders to carry out 
                training on the importance of civic engagement, methods 
                of engagement, and other aspects of leadership 
                development; and
                    (B) are less than 1 week in duration.
            (3) Providing stipends for student leaders who participate 
        in training programs carried out by the State educational 
        agency under paragraphs (1) and (2).
    (c) Applications.--Each local educational agency or State 
educational agency desiring a grant under this section shall submit an 
application to the Secretary at such time, in such manner, and 
accompanied by such information as the Secretary may reasonably 
require.
    (d) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this section $25,000,000 for fiscal year 
2002, and such sums as may be necessary for each of the 5 succeeding 
fiscal years.

SEC. 8. STUDY ON THE EFFICACY OF VARIOUS CIVIC EDUCATION STRATEGIES.

    (a) In General.--The Office of Educational Research and Improvement 
shall conduct a study of a representative sample of State educational 
agencies and local educational agencies, to evaluate the effectiveness 
of the various approaches used in civic education in elementary schools 
and secondary schools.
    (b) Duration.--The study shall not exceed 5 years in duration.
    (c) Process.--The study shall be based on a research design 
determined by the Office of Educational Research and Improvement, in 
consultation with others, that involves the use of existing data, and 
the development of new data as feasible and advisable.
    (d) Scope of Study.--The study shall examine, at a minimum--
            (1) the frequency of the use of various civic education 
        approaches in elementary schools and secondary schools and the 
        approaches used for students at different levels, including--
                    (A) service-learning (as defined in section 101 of 
                the National and Community Service Act of 1990 (42 
                U.S.C. 12511);
                    (B) the Close Up program and other experiential 
                learning with State and local government;
                    (C) instruction based on the ``We the People . . . 
                The Citizen and the Constitution'' curriculum;
                    (D) law-related education programs;
                    (E) participation in simulations of governmental 
                activities;
                    (F) public work programs;
                    (G) participation in student government; and
                    (H) classroom instruction in civics; and
            (2) the effectiveness of the various civic education 
        approaches in elementary schools and secondary schools and the 
        comparative effectiveness of the various approaches among 
        students at different levels in promoting learning and civic 
        engagement, including effectiveness in promoting--
                    (A) student knowledge as specified in the voluntary 
                National Standards for Civics and Government and in the 
                third National Education Goal;
                    (B) student knowledge of the content of challenging 
                State student performance standards that incorporate 
                civics, government, and the law;
                    (C) student interest in public affairs and 
                political activity; and
                    (D) student belief that political engagement is a 
                way to solve important societal problems.
    (e) Disaggregation of Results.--The results of the study shall be 
disaggregated by--
            (1) gender;
            (2) major racial and ethnic groups; and
            (3) economically disadvantaged students as compared to 
        students who are not economically disadvantaged.
    (f) Definition.--In this section, ``public work program'' means a 
program that involves work on common projects of civic benefit with a 
focus on bringing together individuals with ideological, cultural, 
racial, income, and other differences in carrying out the projects.
                                 &lt;all&gt;

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